Application of the Philosophical Concepts of Cognitive Linguistics in the Chinese Language Teaching of Foreign Scholars in China*

By Wang, Chengjuan | Kuram ve Uygulamada Egitim Bilimleri, October 2018 | Go to article overview

Application of the Philosophical Concepts of Cognitive Linguistics in the Chinese Language Teaching of Foreign Scholars in China*


Wang, Chengjuan, Kuram ve Uygulamada Egitim Bilimleri


The emergence and development of cognitive linguistics has provided a new research perspective for philosophical circles, and a new inspiration to philosophy teaching. Philosophy occupies an important position in the cultivation of the comprehensive Chinese language teaching ability of foreign scholars in China (Chen & Zhang, 2017; Xu & Xu, 2017). Therefore, the study of philosophy teaching cannot be ignored. However, under the objectivist philosophy of language, the philosophy teaching in colleges and universities has always adopted traditional methods of philosophy teaching, which merely highlights the teaching of philosophical theories and tactics. As a result, students' cognitive ability and subjectivity in philosophical activities were not fully explored and utilized (Duan et al., 2015). The philosophical concept of cognitive linguistics emphasizes the importance of the subj ective initiative of foreign scholars in China. When being applied to philosophical research, the theory of cognitive linguistics has its own advantages over objectivist linguistics in explanatory power and descriptiveness (Hall, Wicaksono, Liu, Qian & Xu, 2017). Its guiding role in philosophical theory and practice are also increasingly evident (He & Chen, 2017; Tripathy, 2010). This paper will probe into the enlightenment of the philosophical concept of cognitive linguistics on philosophy teaching in institutions of higher learning from the following aspects.

The philosophical concept of cognitive linguistics

Cognitive linguistics

Emerged in the 1980s, cognitive linguistics is "an interdisciplinary field that persists in the philosophical concept of "experience," with physical experience and cognition as the starting point, conceptual structure and meaning research as the core in the exploring of cognitive styles behind language facts, and making unified interpretation of language through cognitive styles and knowledge structures." Figure 1 shows source-related creativity of cognitive language.

Student and teacher related principles

Highlight the students as the main body.

Give full play to students' enthusiasm and creativity in classroom activities, so that students can participate, experience, summarize and reflect under the guidance of the teacher. Instead of merely a knowledge imparter, the teacher is also an organizer, leader, and participant (Koh, Burke, Luke, Gong & Tan, 2018). The main position of teachers and students in the teaching process is interactive, with teachers playing a leading role, and students as the main body.

Students of different English language proficiency need to participate extensively in activities

English language classroom activities should be oriented toward all students and adapted to students' English language proficiency, application and demands. Real-world socializing context should be created for the involvement of all students.

Students should have a clear position on themselves

Many learners do not know enough about their own language learning situation, their own advantages and disadvantages, or what language learning strategies they can use to improve their learning efficiency. In the teaching process, teachers should strengthen students' understanding of their own cognitive styles and learning strategies so that the latter can correctly evaluate themselves and adapt to their own development and progress in language acquisition (Schoenfeld, 2016).

Reduce students' language learning anxiety and make them optimistic about the success or failure of learning

Teachers should cultivate students' love of language, inspire their learning motivation within, stress the role of affective strategies in learning, and relieve their learning anxiety (Tondeur, Van Braak, Ertmer, Ottenbreit-Leftwich, 2017; Lundberg et al., 2018). It is necessary to cultivate students' self-confidence, enhance their adventurous spirit for constant exploration of new knowledge, gaining new experiences, so that they will ultimately benefit from the success and happiness of language learning. …

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